The relationship between teachers' organizational commitment and career anxiety

Abstract

In this study, it was aimed to examine the relationship between teachers’ organizational commitment and career anxiety. A cross-sectional correlational design belonging to the relational survey model was used. A simple random sampling method was utilized to determine the sample. The sample consisted of 384 teachers. Personal Information Form, Teachers’ Career Anxiety Scale, and Organizational Commitment Scale were applied to collect the data. In data analysis, descriptive statistics, Pearson correlation and regression analysis were used. In the study, teachers' perceptions of career anxiety were found to be high, and their perceptions of organizational commitment were found to be moderate. A negative and lower significant relationship was found between teachers’ career anxiety and organizational commitment. It was determined that teachers’ career anxiety scores could be significantly predicted by their organizational commitment responses. It was concluded that in order to increase the organizational commitment of teachers, it is necessary to realize their career anxiety reasons and levels. Suggestions were made to prevent the factors that hinder organizational commitment and to decrease the career anxiety of teachers.

Keywords

• Career anxiety
• Teachers
• Organizational commitment

References

1. Akgül, R. (2020). Association teacher's perceptual mobbing level with organizational socialization and organizational commitment and organizational loneliness levels [Master thesis, Fırat University]. Council of Higher Educaion National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=4J_FzTwlrMCH4qBROpXPH_uTGiA8mEG6lrYu3PSXaTMqwDy5CGpRufYGvgWFEt51
2. Akkurt, Z., & Karabağ Köse, E. (2019). Examination of student achievement in terms of school, teacher, and family related variables. PAU Journal of Education, 47, 1 16. https://doi.org/10.9779/pauefd.451853
3. Aksanaklu, P., & İnandı, Y. (2018). The investigation of the relationship between organizational commitment and burnout levels of school administrators. Mersin University Journal of the Faculty of Education, 14(13), 937 955. https://doi.org/10.17860/mersinefd.469769
4. Aktan, O. (2020). Evaluation of postgraduate education in terms of teachers' career development. Higher Education and Science Journal, 10(3), 596 607. https://doi.org/10.5961/jhes.2020.419
5. Akyüz Ünlü, B. (2014). Kadınların kariyer engelleri ile kariyer tatmini ve yaşam doyumu ilişkisi [The relationship between career obstacles, career satisfaction, and life satisfaction of women] [Master thesis, Mehmet Akif Ersoy University]. Council of Higher Education National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=gyLHMouPes CvnhRcjQsKR_8__ 81SZ1iuZldFHVri4i0qBsgWkSCfq4m8dC_jFd
6. Alabaş, R., Kamer, T., & Polat, Ü. (2012). Postgraduate education in teachers' career development: Preference reasons and problems encountered in the process. E-International Journal of Educational Research, 3(4), 89 107. https://www.e ijer.com/tr/pub/issue/8020/105368
7. Alagöz, T., Fakiroğlu, M., & İnandı, Y. Development of teachers' career anxiety scale. International Journal of Active Learning, 8(1), 21 41. https://doi.org/10.48067/ijal.1405582
8. Allen, N.J., & Meyer, J.P. (1996). Affective, continuance, and normative commitment to the organization: An examination of construct validity. Journal of Vocational Behavior, 49, 252-276. https:// doi.org/10.1006/jvbe.1996.0043

9. Amil, O. (2015). Examination of the relationship between employees' perceived career obstacles and perceived performance in terms of various variables. OPUS-Turkey Journal of Social Policy and Labor Studies, 5(9), 7 26. https://dergipark.org.tr/en/pub/opus/issue/22698/242307
10. Baştürk, R. (2007) Investigation of test anxiety levels of pre-service teachers taking civil servant selection examination. Fırat University Journal of Social Science, 17(2), 163-176.
11. Bayraktaroğlu, S. (2006). İnsan kaynakları yönetimi [Human resource management]. Gazi Kitabevi.
12. Bozoğlu, G. (2011). In the view of organizational culture and organizational commitment a comparative research at educational sector in Yalova [Master thesis, Yalova University]. Council of Higher Education National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=EEdeQgIdFRxX5NbvVau Ai_MWReXYGPUm6JrjSxgiYXl5Ha4eIBoj9btafTlRh2P
13. Canpolat, C. (2011). Relationships between teacher motivation and organizational commitment through the implementation of teacher career steps [Master thesis, Fırat University]. Council of Higher Education National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=zD1B0cW7zVr3VcnZjitVXplEjr3WvlrgepGYE1ijE9 B53Jr7ga0_tdHTviTEDin
14. Celep, C. (2000). Teachers organizational commitment in educational organizations. National FORUM of Teacher Education Journal, 10(3), 3-24. https://eric.ed.gov/?id=ED452179
15. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
16. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge Falmer.
17. Cohen, L., Manion, L., & Morrison, K. (2021). Research methods in education (E. Dinç and K. Kıroğlu, Trans. Ed.). Pegem Academy.
18. Coyle-Shapiro, J., & Morrow, P.C. (2006). Organizational and client commitment among contracted employees. Journal of Vocational Behavior, 68, 416−431. https://eprints.lse.ac.uk/825/1/JVB_2006.pdf
19. Çağlar, Ç., & Çınar, H. (2021). The effect of school principals 'communication competencies on teachers' organizational commitment. E-International Journal of Educational Research, 12(1), 157-170. https://doi.org/10.19160/ijer.831956
20. Çakır, Ö. (2001). The concept of job involvement and influencing factors [Unpublished master thesis]. Dokuz Eylül University.
21. Çelenk, O. (2022). New career models. Adnan Menderes University Journal of Social Sciences Institute, 9(1), 118-127. https://doi.org/10.30803/adusobed.1096400
22. Dağlı, A., & Gençdal, G. (2018). Examination of teachers' perceptions of organizational commitment according to some variables. Electronic Journal of Educational Sciences, 7(14), 164-175. https://dergipark.org.tr/tr/download/article-file/585859
23. Dağlı, A., Elçiçek, Z., & Han, B. (2018). Adaptation of the organizational commitment scale to Turkish: Validity and reliability study. Electronic Journal of Social Sciences, 17(68), 1765-1777. https://doi.org/10.17755/esosder.445932
24. Demir, N., & İnandı, Y. (2022). Investigating the relationship between school administrators’ organizational justice and teachers’ organizational commitment and trust. Pamukkale University Journal of Education, 57, 1-29. https://doi.org/10.9779.pauefd.1093082
25. Demirel, Y. (2009). A conceptual approach to the relationship between organizational commitment and counterproductive behaviors for productivity. Istanbul Commerce University Journal of Social Sciences, 8(15), 115 132. https://ticaret.edu.tr/uploads/kutuphane/dergi/s15/115-132.pdf
26. Doğan, H., & Çelik, K. (2019). The relationship between the power usage styles of school administrators and teachers' organizational commitments and job performances. Education and Science, 44(198), 37-55. https://doi.org/10.15390/EB.2019.7943
27. Engin, A., & İpek, M. (2020). Determination of teachers' stress sources, coping methods, and levels of school-family-life conflict. Aydın Health Journal, 6(2), 183-218. https://dergipark.org.tr/en/pub/asder/issue/56058/770280
28. Franklin, K. (2016). Examining the ımpact of leadership styles on the motivation of U.S. teachers (Thesis No: 3028) [Doctoral dissertation, Walden University]. https://scholarworks.waldenu.edu/dissertations/3028
29. Fuller, F.F. (1969) Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207-226.
30. Gündüz, Y. (2010). Öğretmen algılarına göre kadın öğretmenlerin kariyer engellerinin incelenmesi [Examination of career obstacles of female teachers according to teacher perceptions]. Abant İzzet Baysal University Journal, 10(1), 133 148. https://dergipark.org.tr/tr/pub/aibuefd/issue/1498/18131
31. Gürbüz, R. (2012). The relationship of perceived organizational support and organizational trust with organizational commitment [Master thesis, Atatürk University]. Council of Higher Education National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=RYan9_S Z7Eir3xdWGXBiK7x8FkUtvJL2iqCvzHM8RZLobZCe05V8VLUiwoZGv15
32. Güzeller, C.O., & Çeliker, N. (2020). Examining the relationship between organizational commitment and turnover intention via a meta-analysis. International Journal of Culture, Tourism and Hospitality Research, 14(1), 102-120. https://doi.org/10.1108/IJCTHR-05-2019-0094
33. Hamidi, R., Barari, R., Sahebdel, F., & Bayat, F. (2024). Evaluating the model of causal relations between organizational identity and organizational commitment in hospital nursing staff through the mediation of organizational culture. Employee Responsibilities and Rights Journal, 36(1), 79-100.
34. Halaçlı, B. (2018). Career development of female staff: A comparative study in the education sector: Case of Denizli [Master thesis, Pamukkale University]. Council of Higher Education National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=hcgrYffRbz0Z44UJEuLtwR_W VIdHvZMVZmIDlp1CtETrz2xHzCREs3KkJc3F4_w
35. Hardin, E.E., Varghese, F.P., Tran, U.V., & Carlson, A.Z. (2006). Anxiety and career exploration: Gender differences in the role of self-construal. Journal of Vocational Behavior, 69(2), 346-358.
36. Hinkle, D.E., Wiersma, W., & Jurs, S.G. (1979). Applied statistics for the behavioral sciences. Rand McNally College Publishing.
37. Ingarianti, T., Suhariadi, F., Fajrianthi, F., & Kristiana, I. (2022). The Effect of Antecedents of Teachers’ Subjective Career Success. International Journal of Environmental Research and Public Health, 19. https://doi.org/10.3390/ijerph191711121
38. İnandı, Y. (2009). The barriers to career advancement of female teachers in Turkey and their levels of burnout. Social Behavior and Personality, 37(8), 1143 1152. https://doi.org/10.2224/sbp.2009.37.8.1143
39. İnandi, Y., Özkan, S., Peker, S., & Atik, Ü. (2009). Career development obstacles of female teachers. Mersin University Journal of Faculty of Education, 5(1). https://dergipark.org.tr/tr/download/article-file/160943
40. İnandı, Y., & Tunç, B. (2012). The relationship between career obstacles of female teachers and their job satisfaction. Journal of Educational Sciences Research, 2(2), 202 222. https://arastirmax.com/tr/system/files/438/13_11.pdf
41. İnandı, Y., Evşen Gün, M., & Gılıç, F. (2017). The study of relationship between women teachers’ career barriers and organizational silence: Viewpoint of women and men teachers. European Journal of Contemporary Education, 6(3), 542 556. https://doi.org/10.13187/ejced.2017.3.542
42. İnandı, Y., Tunç, B., & Kılavuz, T. (2018). Women's Career Barriers and Professional Alienation: The Teachers’ Case in Turkey. International Online Journal of Educational Sciences, 10(3), 133-146. https://doi.org/10.15345/iojes.2018.03.009
43. İnandı, Y., & Gılıç, F. (2020a). Developing teachers’ career barriers scale. Mersin University Journal of the Faculty of Education, 16 (1), 15 31. https://doi.org/10.17860/mersinefd.669825
44. İnandı, Y., & Gılıç, F. (2020b). The relationship between school administrators’ leadership styles and organisational cynicism from teachers’ perspectives. South African Journal of Education, 41(1),1-12. https://doi.org/10.15700/saje.v41n1a1825
45. Jacobson-Lundeberg, V. (2016). Pedagogical implementation of 21st century skills. Educational Leadership and Administration: Teaching and Program Development, 27, 82-100. https://eric.ed.gov/?id=EJ1094407
46. Jaros, S.J., Jermier, J.M., Koehler, J.W., & Sincich, T. (1993). Effects of continuance, affective, and moral commitment on the withdrawal process: An evaluation of eight structural equation models. The Academy of Management Journal, 36(5), 951 995. https://doi.org/10.2307/256642
47. Karatepe, R., İnandı, Y., & Akar Karatepe, D. (2021). Academicians' views on career barriers and academic alienation. Education Quarterly Reviews, 4(2), 152 165. https://doi.org/10.31014/aior.1993.04.02.207
48. Kaya, O. (2007). Organizational commitment: An application in the general directorate of security [Master thesis, Gazi University]. Council of Higher Education National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=ePX_SaJ0b35Gq45swKG3lJPD6g2WeJXTDnNL_X2OoF81I4RwMCDF1Q8uhgdwv4Ij
49. King, D., Rucker, K.J., Duncan, D.W., & Boland, K.J. (2013). A comparison of job stressors experienced by male and female beginning agriculture teachers. University of Georgia. General Publications. https://hdl.handle.net/10724/35958
50. Klatt, L., Murdick, R., & Schuster, F. (1985). Human resource management. A Belland Howell Company.
51. Kotrlik, J.W., & Williams, H.A. (2003). The incorporation of effect size in information technology, learning, and performance research. Information Technology, Learning, and Performance Journal, 21(1), 1-7.
52. Köse, A., & İnce, S. (2022). The career barriers faced by female administrators and teachers. Inonu University Journal of the Faculty of Education, 23(3), 1717 1755. https://doi.org/10.17679/inuefd.1141438
53. Köstek, H. (2007). Career obstacles of female teachers according to the opinions of administrators and teachers working in formal primary schools [Master thesis, Yıldız Technical University]. Council of Higher Education National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=wBmNpkQC9Nhi90NLW7E7 VksVHocJ4k-3F4C51MCrULzg9t3YabGhcP34fYHEBfM
54. Lipesa, H.A. (2018). The role of teacher leadership in student achievement in mathematics. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3276372
55. Marinakou, E., & Giousmpasoglou, C. (2019). Talent management and retention strategies in luxury hotels: evidence from four countries. International Journal of Contemporary Hospitality Management, 31(10), 3855-3878. https://doi.org/10.1108/IJCHM-10-2018-0862
56. McLean, L., & Connor, M.C. (2015). Depressive symptoms in third‐grade teachers: relations to classroom quality and student achievement. Child Development, 86(3), 945 954. https://doi.org/10.1111/cdev.12344
57. Meriç, E., Çiftçi, D.Ö., & Yurtal, F. (2019). A study on the relationship between perceived organizational support and work engagement. Kastamonu Journal of Education, 27(1), 65-74. https://doi.org/10.24106/kefdergi.2296
58. Meyer, J.P., & Allen, N.J. (1984). Testing the "side-bet theory" of organizational commitment: Some methodological considerations. Journal of Applied Psychology, 69(3), 372. https://doi.org/10.1037/0021-9010.69.3.372
59. Meyer, J.P., & Allen, N.J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61 89. https://doi.org/10.1016/1053-4822(91)90011-Z
60. Meyer, J.P., Allen, N.J., & Smith, C.A. (1993) Commitment to organizations and occupations: extension and test of a three-component conceptualization. Journal of Applied Psychology, 78, 538-551. https://doi.org/10.1037/0021-9010.78.4.538
61. Örücü, E., & Kışlalıoğlu, S. (2014). A field study on organizational commitment. International Journal of Management Economics and Business, 10(22), 45 67. https://dergipark.org.tr/en/download/article-file/1145885
62. Özsoy, S., & Özsoy, G. (2013). Effect Size Reporting in Educational Research. Ilkogretim Online, 12(2), 334-346. https://dergipark.org.tr/en/pub/ilkonline/issue/8585/106644
63. Özyavuz, V.M. (2021). Examination of the relationship between teachers' emotional intelligence levels and organizational commitments [Master thesis, Istanbul Sabahattin Zaim University]. Council of Higher Education National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=tqUiYt63sTQLTpozMJ92QuSylaXyvbRK4t2X0H305rs-ucZWPLKzId9OQOuzwiQn
64. Perveen, S., Riaz, A., & Bano, S. (2023). Organizational commitment, psychological capital, and job burnout among teachers: Closer focus on job sector. Qlantic Journal of Social Sciences. https://doi.org/10.55737/qjss.570993992
65. Pisarik, C.T., Rowell, P.C., & Thompson, L.K. (2017). A phenomenological study of career anxiety among college students. The Career Development Quarterly, 65(4), 339-352.
66. Rose, D., & Sullivan, O. (1993) Introducing data analysis for social scientists. Open University Press.
67. Sammons, P., Toth, K., & Sylva, K. (2017). The drivers of academic success for ‘bright’ but disadvantaged students: A longitudinal study of AS and A-level outcomes in England. Studies in Educational Evaluation, 57, 31 41. https://doi.org/10.1016/j.stueduc.2017.10.004
68. Sarsıkoğlu, F.A. (2019). The factors explaning career adaptability of university students: A suggested model [Doctoral dissertation, Gazi University]. Council of Higher Educaion National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=npGs9H39x7G6401x51yqpJpXmAZ1VRdVHYMHE3QfeimluF0dJqiFhR1_QkE6j6zB
69. Sezgin, F. (2010). School culture as a predictor of teachers' organizational commitment. Education and Science, 35(156), 142 159.
70. Soysal, H., & Selvi, Ö. (2023). An analysis on the relation between the organizational justice perception and organizational commitment levels of the teachers. Gümüşhane University E-Journal of Communication Faculty, 11(1), 803-825.
71. Sükun, T.N. (2022). The relationship between female teachers' career barriers and levels of resilience [Master thesis, Mersin University]. Council of Higher Educaion National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=CG8WvdvvxJP04Unr7Yecf-antJYCDQWEulD5-erXhPAPGElc_kC3nnlIEqcUIE5F
72. Swanson, J.L., & Tokar, D.M. (1991). College students’ perceptions of barriers to career development. Journal of Vocational Behavior, 38(1), 92 106. http://doi.org/10.1016/0001-8791(91)90020-M
73. Şahin, S., Özaydın, S., & Siyez, D.M. (2019). Adaptation of the adult career concerns ınventory-short form into Turkish: A validity and reliability study. Journal of Career Psyhological Councile, 2(2), 166 193. https://dergipark.org.tr/tr/pub/kpdd/issue/51379/623567
74. Tabachnick, B.G., & Fidell, L.S. (2015). Using multivariate statistics. Pearson.
75. Taran, T., & Fathi, S. (2017). The relationship between organizational commitment and job stress and job satisfaction of teachers employed in Dehdasht department of education, Iran. Journal of Interdisciplinary Research, 7(1), 44 49. http://www.magnanimitas.cz/ADALTA/070101/papers/A_007.pdf
76. Wang, P., Chu, P., Wang, J., Pan, R., Sun, Y., Yan, M., Jiao, L., Zhan, X., & Zhang, D. (2020). Association between job stress and organizational commitment in three types of Chinese university teachers: Mediating effects of job burnout and job satisfaction. Frontiers in Psychology, 11, 1-12. https://doi.org/10.3389/fpsyg.2020.576768
77. Weng, Q., McElroy, J.C., Morrow, P.C., & Liu, R. (2010). The relationship between career growth and organizational commitment. Journal of Vocational Behavior, 77(3), 391-400. https://psycnet.apa.org/doi/10.1016/j.jvb.2010.05.003
78. Wenner, J.A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership a review of the literature. Review of Educational Research, 87(1). https://doi.org/10.3102/00346543166534
79. Yang, X., Ge, C., Hu, B., Chi, T., & Wang, L. (2009). Relationship between quality of life and occupational stress among teachers. Public Health, 123, 750 755. http://doi.org/10.1016/j.puhe.2009.09.018
80. Yakışıklı, A., Yavuz, S., Asmaz, C.B., & Karagedik, H. (2023). Okul yöneticilerinin liderlik stillerinin öğretmen motivasyonuna etkisi [The impact of school administrators' leadership styles on teacher motivation]. Ulusal Eğitim Dergisi [Journal of National Education], 3(5), 864–878. https://www.uleder.com/index.php/uleder/article/view/262
81. Yaman, S., Incebacak Bal, B., & Sarışan Tungaç, A. (2022). Stakeholder views on determining teacher qualifications. Journal of Ahmet Keleşoğlu Education Faculty, 4(2), 376-397. https://doi.org/10.15700/saje.v39n1a1670
82. Yiğit, Ö., Ayaz, M.A., Yiğit, A., & Güngör, E. (2022). Examination of the relationship between teachers' union satisfaction and organizational loyalty. Cihanşümul Academy Journal of Social Sciences, 3(4), 20-29.